Relevant bibliographies by topics / Applied linguistics for ELT

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Applied linguistics for ELT'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Applied linguistics for ELT"

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Mann, G. "Review: Applied Linguistics." ELT Journal 58, no. 2 (April 1, 2004): 200–202. http://dx.doi.org/10.1093/elt/58.2.200.

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Kaszubski, P. "Corpora in Applied Linguistics." ELT Journal 57, no. 4 (October 1, 2003): 416–20. http://dx.doi.org/10.1093/elt/57.4.416.

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Macaro, E. "Applied Linguistics in Language Education." ELT Journal 57, no. 4 (October 1, 2003): 414–15. http://dx.doi.org/10.1093/elt/57.4.414.

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Lamb, M. "Qualitative Research in Applied Linguistics." ELT Journal 65, no. 4 (September 13, 2011): 487–88. http://dx.doi.org/10.1093/elt/ccr053.

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Andon, N. "Applied Linguistics and Materials Development." ELT Journal 67, no. 3 (May 17, 2013): 367–69. http://dx.doi.org/10.1093/elt/cct026.

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McDonough, J. "Issues in Applied Linguistics. M. McCarthy." ELT Journal 56, no. 1 (January 1, 2002): 96–99. http://dx.doi.org/10.1093/elt/56.1.96.

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Davies, A. "Review: An Introduction to Applied Linguistics." ELT Journal 59, no. 1 (January 1, 2005): 77–79. http://dx.doi.org/10.1093/elt/cci013.

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Kadarisman, A. Effendi. "LANGUAGE PROBLEMS IN APPLIED LINGUISTICS: LIMITING THE SCOPE." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 1 (January 1, 2014): 94. http://dx.doi.org/10.15639/teflinjournal.v25i1/94-121.

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This article critically discusses the paradigmatic shift in applied linguistics, resulting in a claim that countless real-world language problems fall within its scope, but in reality they weaken the discipline and make it lack a focus. Then it takes a closer look at the nature of these language problems, and picks out, for analysis, real examples of writing problems in ELT in Indonesian context. It further argues that, by focusing primarily on problems in ELT and SLA, applied linguistics reaffirms its well-defined position and underscores its significant contributions to both disciplines. Finally, it concludes the discussion by adding some notes on the question of autonomy in both applied linguistics and in ELT in Indonesia.
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Simpson, J. "Continuum Companion to Research Methods in Applied Linguistics." ELT Journal 65, no. 4 (September 13, 2011): 489–90. http://dx.doi.org/10.1093/elt/ccr054.

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Mohammadi, Sedigh. "Doing a Master’s Dissertation in TESOL and Applied Linguistics." ELT Journal 76, no. 1 (December 3, 2021): 157–59. http://dx.doi.org/10.1093/elt/ccab075.

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Dissertations / Theses on the topic "Applied linguistics for ELT"

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Geng, Yifan. "Appraisal in discussion sections of doctoral theses in the discipline of ELT/Applied Linguistics at Warwick University : a corpus-based analysis." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/72721/.

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The present research, drawing upon Martin and White’s (2005) Appraisal Theory, investigated the deployment of interpersonal meanings in discussion sections of doctoral theses produced by both First Language (hereafter L1) Chinese and L1 English speakers from the Centre of Applied Linguistics (hereafter CAL) at the University of Warwick. This study adopted a corpus-based approach to examining the choices of Appraisal options made by L1 Chinese and L1 English writers. It also explored the patterns of discussing the authors’ own research findings in relation to previous literature by means of Appraisal options or co-articulations of options, which is considered as a key aspect of the rhetorical purpose of discussion sections. The statistical tests of this study showed that no significant difference was found in the use of Appraisal options between the L1C and L1E sub-corpora. This finding indicates a similar command of these interpersonal resources by both sets of writers and suggests that L1 may not be a constraint for English as second language (hereafter L2) writers on using interpersonal resources at the doctoral level. The qualitative analysis identified different preferences for co-articulating with the three main Appraisal options that the authors adopted to engage with the literature while discussing their findings. It also identified the congruent and non-congruent linguistic realizations of the two main Appraisal options that the authors used to present their claims about findings. Part of the qualitative results was shared with Masters students at CAL for the purpose of raising their awareness of the use of interpersonal language through exploration of extracts from corpus data.
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Swe, Saw Thanda. "The use of materials for the teaching of culture in ELT." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17589/.

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The aim of this study is to access the experiences of teachers of English (i.e. English as a foreign language teachers) when teaching cultural elements through coursebooks which are assigned by their schools/universities, and the materials which they use to deliver these lessons plus the activities that they normally select for their classes. Moreover, teachers’ opinions concerning the learning and teaching of cultural elements are studied in this research. Teachers, both native and non-native speakers of English, participated in this research and have EFL teaching experience from 2 years to 30 years. An open-ended questionnaire (85) followed by semi-structured interviews (28) were conducted to learn more of teachers’ experiences and to obtain further details of their opinions on teaching and learning cultures through coursebooks. All data from questionnaires were coded manually and Nvivo 9 and 10 were also utilised while processing and analysing the findings (i.e. to store interview transcripts and extracting participants’ words and coding them appropriately. The details can be found in the Data Analysis section). The study has clearly shown that EFL teachers use the internet, youtube and other kinds of websites through electrical devices such as computers and smart boards and other sorts of authentic materials (e.g. current newspapers or magazines). Youtube is used for authentic material, and the BBC and some other news channels are also accessed for listening tasks. Written materials are less applied in classrooms since teachers think that electronic media materials are more visual for students, thus helping them to understand more easily , encouraging motivation and gaining more attention in lessons. Teachers recommend that learning cultures through coursebooks would benefit students, as language and culture are interlinked, and it would make students not only become fluent speakers of English but also help them to become interculturally competent persons.
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Bilgin, Sezen S. "Code switching in ELT teaching practice in Turkey : teacher practices, beliefs and identity." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/67873/.

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Code switching involves the interplay of two languages and as well as serving linguistic functions, it has social and psychological implications. In the context of English language teaching, these psychological implications reveal themselves as teachers’ thought processes. While the nature of code switching in language classrooms has been widely studies, as yet little if any attention has been paid to the relationship between such switching and the beliefs of the teachers involved. This study is designed to respond this gap in current research. In the study, I worked with five student teachers undertaking their teaching practicum at a private school in Turkey, aiming to investigate their thinking in relation to code switching in their classrooms by using the analysis of classroom interactions, individual interviews and stimulated recall interviews. The first step of the research involved video recording lessons taught by the five student teachers within the framework of their university Teaching Practice course. This was followed by individual interviews with the student teachers focusing on their views of code switching during their teaching experience and their general views about language teaching. The last stage involved stimulated recall interviews with the student teachers based on selected extracts from their lessons chosen after an analysis of spoken interaction in their classes. The data were then analysed using thematic analysis. The findings revealed that code switching is more than merely a linguistic matter; it is also indicative of a number of other dimensions including how teachers define themselves professionally, teacher beliefs, teacher identity, affective factors influencing teachers, and their relationships with supervisors. This study suggests that code switching could usefully be included as a topic in teacher education programmes and in supervisor/mentor training.
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Stegu, Martin, Dennis R. Preston, Antje Wilton, and Claudia Finkbeiner. "Panel discussion: language awareness vs. folk linguistics vs. applied linguistics." Taylor & Francis, 2018. http://dx.doi.org/10.1080/09658416.2018.1434921.

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Guillén, Solano Patricia. "Análisis cualitativo del discurso oral formal de hablantes de ELE en un aula universitaria: Nuevas propuestas para el desarrollo de la argumentación oral." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/585928.

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En esta investigación se analiza el discurso oral formal argumentativo de hablantes de ELE (nivel C1 del MCER) desde la teoría de la Pragmática y el Análisis del discurso, a partir de muestras extraídas de sesiones realizadas en un aula universitaria. Previamente al análisis, se reseña un conjunto de estudios sobre el discurso oral formal y se discuten aspectos fundamentales relacionados con el concepto de género discursivo y discurso académico, con el fin de caracterizar el objeto de estudio. Además, se describen las bases téoricas de la investigación, la metodología utilizada y el corpus de datos. El análisis del corpus se lleva a cabo de la siguiente forma: En primer lugar, utilizando una metodología cualitativa, se analizan la superestructura, la macroestructura y la microestructura del discurso monológico y dialógico en el aula universitaria, a partir de los siguientes constructos teóricos: unidades discursivas, estrategias pragmáticas, esquemas discursivos, secuencias y organización global del discurso. Posteriormente, se presentan los resultados del análisis tomando en cuenta los siguientes aspectos: formas de organización del discurso, interacción entre los participantes, mecanismos léxicos de coherencia y cohesión discursivas, registro de errores gramaticales y pragmáticos y, por último, parámetros del Plan Curricular del Instituto Cervantes correspondientes al uso de estrategias pragmáticas en el nivel C1. Una vez analizados los resultados, se plantean nuevas teorías y conclusiones que permitan mejorar el proceso de aprendizaje en el ámbito de la argumentación oral. Finalmente, se presenta una propuesta de evaluación y de secuencia didáctica para el estudio y la enseñanza del discurso oral formal académico a estudiantes de ELE inmersos en el contexto universitario.
In this study, formal spoken discourse of Spanish as a foreign language students (level C1, CEFR*) is analyzed on the basis of Pragmatics and Discourse Analysis theories, focusing on argumentative discourse in an university classroom setting. First, by applying an empiric qualitative methodology, the superstructure, macrostructure and microstructure of monological and dialogical spoken classroom discourse are analyzed taking into account the following theoretical issues: categorization of discourse particles, pragmatic features, sequences, and global organization patterns. Second, the results obtained are presented according to the following criteria: discourse organization, interaction between speakers, lexical mechanisms of coherence and cohesion, grammatical and pragmatic errors, and guidelines proposed by the Plan Curricular del Instituto Cervantes for the use of pragmatic strategies, level C1. After a qualitative analysis of the results, further data about spoken academic discourse is reviewed, in order to draw new theories and conclusions that can be used to improve the teaching, learning and evaluation of spoken argumentation in formal settings. Finally, and in accordance with this aim, a proposal dealing with the assessment of this type of discourse is provided. *Common European Framework of Reference for Languages
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Проняєва, Вікторія Едуардівна, Виктория Эдуардовна Проняева, and Viktoriia Eduardivna Proniaieva. "The freshmen and his dictionary (applied Еnglish linguistics)." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/25939.

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McGarry, Theresa, and A. Blumenstock. "Vocabulary Concept Card Game: Reviewing Vocabulary With Applied Concepts." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6150.

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Book Summary: This revised volume brings together the best of the past with suggestions for the future and proves that teachers' imaginations continue to produce an interesting and varied range of ways to learn English within the broad guidelines of communicative language learning. New Ways in Teaching Adults, Revised provides classroom teachers with a range of activities for all stages of the learning process. The many activities included encourage discovery learning, provide practice, and extend students' learning beyond the classroom. Also, various activities allow students to work in pairs, small groups, individually, and with the entire class.
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Trappes-Lomax, Hugh R. N. "Discourse, nominality and reference : a study in applied linguistics." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19366.

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Bilz, Kelly Ann. "Changing the Mos Maiorum: Applied Linguistics and Latin Pedagogy." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors152483189473871.

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Miyashita, Mizuki. "Tohono O'odham syllable weight: Descriptive, theoretical and applied aspects." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280102.

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This dissertation is a model of a unified study of three linguistic aspects: description, theory and application. Tohono O'odham syllable weight is investigated within these linguistic aspects. I propose that O'odham diphthongs are categorized into two groups based on their weight: light (monomoraic) diphthongs and heavy (bimoraic) diphthongs. This is opposed to generally understood diphthong classifications (i.e., falling vs. rising). My conclusion is supported by empirical facts, including morpho-phonological and phonetic phenomena. The generalization is theoretically accounted for within the framework of Optimality Theory (McCarthy and Price 1993, Prince and Smolensky 1993). Moraicity of the light/heavy diphthongs and short/long vowels are analogous, and the larger classification of Tohono O'odham vowels is made: Class L (monomoraic vowels) and Class H (bimoraic vowels). However, the distribution of the vowels depends on syllable type: stressed, unstressed and irregularly stressed. This dependency is accounted for by the following: (i) Predictable moraic structure is not specified in input (this is explained with a proposed constraint, MORAINDISPENSABLILITY or MI); (ii) Moraic specification is in the input only where it must be lexically specified (long vowels and irregularly stressed diphthongs); (iii) Light diphthongs surface as monomoraic due to the loss of a mora. In order to account for the relationship between the unstressed position and light diphthongs, I propose a constraint, POSITIONALDIET, a relative of the Stress-to-Weight Principle or SWP (Prince 1990). Evidence for the diphthong classification comes from an acoustic study of a native speaker and learners of Tohono O'odham. In addition to supporting the classification, the differences between English and Tohono O'odham speakers' treatment of diphthongs is explained with respect to the fact that English diphthongs are always heavy. Finally, implications of this study for Tohono O'odham language teaching are discussed.
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Books on the topic "Applied linguistics for ELT"

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Richards, Jack C. Longman dictionary of language teaching and applied linguistics. 2nd ed. Essex, England: Longman, 1992.

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Richards, Jack C. Longman dictionary of language teaching and applied linguistics. Harlow: Longman, 1992.

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W, Schmidt Richard, ed. Longman dictionary of language teaching and applied linguistics. 3rd ed. New York: Longman, 2002.

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Educational linguistics. Oxford, UK: B. Blackwell, 1986.

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Hungary) Alkalmazott Nyelvészeti Hallgatói Konferencia (2nd 2010 Budapest. A pszicholingvisztikától a beszédtechnológiáig: Tanulmányok az alkalmazott nyelvészet hagyományos és új témaköreiből : Az ELTE BTK Nyelvészeti Tudományos Diákkörének Alkalmazott Nyelvészeti Műhelye által Zsilka János professzor (1930-1999) emlékére rendezett II. Alkalmazott Nyelvészeti Hallgatói Konferencia előadásainak tanulmánykötete. Budapest: Tinta Könyvkiadó, 2011.

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Gecső, Tamás. Ismeretlen ismerős-ismerős ismeretlen: Az alkalmazott nyelvészet dimenziói : az ELTE BTK Alkalmazott Nyelvészet Szakos Hallgatói Érdekképviselete által 2008. áprilisában rendezett tudományos hallgatói konferencia előadásainak tanulmánykötete. Budapest: Tinta, 2008.

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1962-, Attardo Salvatore, ed. Understanding language structure, interaction, and variation: An introduction to applied linguistics and sociolinguistics for nonspecialists. 2nd ed. Ann Arbor: University of Michigan Press, 2005.

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Linguistics for L2 teachers. Mahwah, N.J: Lawrence Erlbaum Associates, 2001.

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Kronfeld, Amichai. Reference and computation: An essay in applied philosophy of language. Cambridge [England]: Cambridge University Press, 1990.

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La Linguistique appliquée. 3rd ed. Paris: Presses Universitaires de France, 1993.

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Book chapters on the topic "Applied linguistics for ELT"

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Babaii, Esmat. "ELT Textbook Ideology." In Research Questions in Language Education and Applied Linguistics, 689–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_120.

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Denman, C. J. "ELT and International Development." In Research Questions in Language Education and Applied Linguistics, 683–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_119.

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Vettorel, Paola. "World Englishes, English as a Lingua Franca and ELT." In Research Questions in Language Education and Applied Linguistics, 183–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_34.

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Smit, Ute. "CLIL in an English as a lingua franca (ELF) classroom." In AILA Applied Linguistics Series, 259–78. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/aals.7.13smi.

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Fang, Fan. "Glocalization, English as a Lingua Franca and ELT: Reconceptualizing Identity and Models for ELT in China." In Educational Linguistics, 23–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72920-6_2.

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Warren, Amber N., and Jaehan Park. "“Legitimate” Concerns: A Duoethnography of Becoming ELT Professionals." In Educational Linguistics, 199–217. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72920-6_11.

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Bugarski, Ranko. "Applied Linguistics as Linguistics Applied." In The Relation of Theoretical and Applied Linguistics, 3–19. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1923-8_1.

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Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge, and Georgina Heydon. "Applied Linguistics." In The English Language and Linguistic Companion, 115–26. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_11.

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Gunnarsson, Britt-Louise. "Applied linguistics." In Handbook of Pragmatics, 1–25. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/hop.10.app1.

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Gunnarsson, Britt-Louise. "Applied linguistics." In Handbook of Pragmatics, 1–27. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/hop.15.app1.

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Conference papers on the topic "Applied linguistics for ELT"

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Vula, Elsa. "Cognitive linguistics approach from ELT (English Language Teaching)." In The 3rd Virtual Multidisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/quaesti.2015.3.1.214.

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Pajuelo, Eugenio, José Ramón Gómez, Bernardo Ronquillo, Enzo Brunetto, and Fran Koch. "Composite materials applied to the E-ELT structure." In SPIE Astronomical Telescopes + Instrumentation, edited by Eli Atad-Ettedgui and Dietrich Lemke. SPIE, 2008. http://dx.doi.org/10.1117/12.788382.

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Faes, Daniel, Aline Souza, Cynthia Froning, Luke Schmidt, Erika Cook, Darren L. DePoy, Tae-Geun Ji, et al. "Systems engineering applied to ELT instrumentation: the GMACS case." In Modeling, Systems Engineering, and Project Management for Astronomy VIII, edited by George Z. Angeli and Philippe Dierickx. SPIE, 2018. http://dx.doi.org/10.1117/12.2311352.

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Hartmann, Vitor N., Priscila Pires, Daniel M. Faes, Rafael Ribeiro, Cláudia L. Oliveira, Celestina S. Lacombe, Tayyaba Zafar, et al. "Systems engineering applied to ELT instrumentation: MANIFEST pre-conceptual design case." In Modeling, Systems Engineering, and Project Management for Astronomy IX, edited by George Z. Angeli and Philippe Dierickx. SPIE, 2020. http://dx.doi.org/10.1117/12.2576148.

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Pan, Bu-han. "Learning Strategy Training in ELT: A Selective Review of Five Studies." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.61.

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Sumarsono, Puji. "Authentic Assessment Applied in Authentic English Language Teaching (ELT) Textbook of Vocational School." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.83.

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Pescoller, Dietrich, Roberto Biasi, Matteo Tintori, Mauro Manetti, and Alberto Merler. "Direct expansion gas cooling technology applied to the E-ELT M4 adaptive mirror." In Adaptive Optics for Extremely Large Telescopes 5. Instituto de Astrofísica de Canarias (IAC), 2017. http://dx.doi.org/10.26698/ao4elt5.0123.

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Ahsanu, Muhamad. "Reflective Practice and Teaching Creativity of Indonesian ELT Practitioners within the Postmethod Paradigm." In Proceedings of First International Conference on Culture, Education, Linguistics and Literature, CELL 2019, 5-6 August, Purwokerto, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.5-8-2019.2289784.

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Yang, Yuejun, and Qinghua Peng. "Translanguaging: a New Paradigm in Applied Linguistics." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.255.

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Onofrei, Paula-Andrea. "APPLIED LINGUISTICS ON COMPUTER SCIENCE AND ARTS STUDENTS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s14.071.

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Reports on the topic "Applied linguistics for ELT"

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Hutter, Jo-Anne. A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2208.

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Johnston, Kathryn. Lexical Bundles in Applied Linguistics and Literature Writing: A Comparison of Intermediate English Learners and Professionals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5366.

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Zelenskyi, Arkadii A. Relevance of research of programs for semantic analysis of texts and review of methods of their realization. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2884.

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One of the main tasks of applied linguistics is the solution of the problem of high-quality automated processing of natural language. The most popular methods for processing natural-language text responses for the purpose of extraction and representation of semantics should be systems that are based on the efficient combination of linguistic analysis technologies and analysis methods. Among the existing methods for analyzing text data, a valid method is used by the method using a vector model. Another effective and relevant means of extracting semantics from the text and its representation is the method of latent semantic analysis (LSA). The LSA method was tested and confirmed its effectiveness in such areas of processing the native language as modeling the conceptual knowledge of the person; information search, the implementation of which LSA shows much better results than conventional vector methods.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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